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I think Madonna has a great deal of intelligence and capability. I have a lot of respect for her. She's taken her career and maximized it with intelligence and creativity.

quote by Carole King
Added by Lucian Velea
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Me Against The Music [Rishi Rich's Desi Kulcha Remix]

Britney:All my people in the crowd
Grab a partner take it down
It's me against the music
Madonna: Uh-ha
Britney: It's just me
Madonna: And me.
Britney: Yeah
Madonna: C'mon
Brintey: Hu!
Madonna: Hey Britney.
Britney: Are you ready?
Madonna: Uh-ha. Are you?
Britney: Uh
Madonna: When no-one cares
Britney: It's whipping my hair
It's pulling my waist
Madonna: To hell with stares
Britney: The sweat is dripping all over my face
Madonna: And no-one's there
Britney: I'm the only one dancin up in this place
Madonna: Tonight I'm here
Britney: For the beat of the drum gotta get with that base
BRIDGE
I'm up against the speaker
Tryna take on the music
It's like a competition
wanna get in the beat
I wanna get IN THE ZONE
I wanna get IN THE ZONE
If you really wanna battle
Saddle up n get the rhythm
Try to hit it
Chic-a-taa
In a minute Im'a' tak you on
Im'a' taka you on
Hey, hey, hey!
CHORUS
All my people on the floor
Let me see you dance
All my people wanting more
Let me see you dance
All my people round and round
Let me see you dance
All my people in the crowd
Let me see you dance
I wanna see you
how would you like a friendly competition?
Let's take on the song
Let's take on the song
It's you and me baby we're the music

[...] Read more

song performed by Britney Spears
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Madonna's Old Friend

Little Italian girl would grew up to be
an international singer
and movie star on the silver screen.
Yes, Madonna would become a top pop star
she would tour the world and go quite far.
One of Madonna's NYC dancing friends
is friends with me now she is also Italian.
She was dancing in clubs with Madonna when
Penthouse did Madonna's spread—
Debra is her name and she will defend
Madonna till the end.
Debra collaged lovingly Madonna's photos
since the start of her fame
She also helped do marketing for Madonna's
line Material Girl with care just the same.
Debra is a big fan of Madonna with links
to her videos—
she also sends out links to all of her shows.
Debra admires Madonna very much so
saying 'Madonna got to where she was because
she wouldn't take a no'.

Written by Suzae Chevalier on October 3,2012

www.suzae.com www.suechevalier.com

poem by Suzae Chevalier
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Madonna Whore

What are you thinking when you're looking at me
What can you tell me of reality?
I'm only woman... not just a Fantasy
and the flesh and blood is warmer than some color transparency
Every woman's a Madonna; every woman's a whore
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
What are you thinking when you push me away
Was it some promise in your youth you made?
Holding out for something or hoping to be saved
Does it make you feel power or are you just afraid of me?
Every woman's a Madonna; every woman's a whore
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
I don't know
if you say so
got so many do's and don'ts my head is spinning
Hey Romeo, j-j-j-just let get go
maybe everything could use a little sinning
Every woman's a Madonna; every woman's a whore
You can try and reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore
Every woman's a Madonna; every woman's a whore
You can try and reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right

song performed by Cyndi Lauper
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Like A Virgin / Hollywood Medley (feat. Christina Aguilera, Britney Spears & Missy Elliott) (2003: M

Britney Spears:
I made it through the wilderness. Somehow I
Made it through. Didn't know how lost I was
Until I found you. I was beat incomplete.
I've been had. I was sad and blue, but you
Made me feel, yeah, you made me feel shiny
And new. Oh, oh.
Christina Aguilera:
Like a virgin, ooooh, touched for the very
First time, oh. Like a virgin when your
Heart beats next to mine, oh oh oooh yeah.
Christina Aguilera and Britney Spears:
Oooooh. Oooooh. Oooooh.
Madonna:
Everybody comes to Hollywood. They wanna
Make it in the neighborhood. They like the
Smell of it in Hollywood. How could it hurt
You when it looks so good?
Madonna:
Everybody comes to Hollywood. They wanna
Make it in the neighborhood. They like the
Smell of it in Hollywood. How could it hurt
You when it looks so good?
Madonna, Christina Aguilera, and Britney Spears:
Shine your light now. This time it's got to
Be good. You'll get it right now, yeah, 'cause
You're in Hollywood. You're in Hollywood.
Madonna:
Everybody comes to Hollywood. They wanna
Make it in the neighborhood. They like the
Smell of it in Hollywood. How could it hurt
You when it looks so good?
Missy Elliott:
Yo! Yo! Yo! Who that be? Missy Elliott, M.I.C.
I works it and I works it. Can I flip my thing
And reverse it? Come on! Go! Go 'head. Go! Go
'Head! I works it and I works it. Can I flip
My thing and reverse it? Come on! Go! Go 'head!
Go! Go 'head. Party people, we'll show you how
To work that. Where you at, Madonna?
Madonna:
Trip the station! Change the channel!
Madonna:
Hollywood. Hollywood. How could it hurt you
When it looks so good? Hollywood. Hollywoood.
How could it hurt you when it looks so good?
Madonna, Christina Aguilera, Britney Spears, and Missy Elliott:
Hollywood. Hollywood. How could it hurt you
When it looks so good? Hollywood. Hollywoood.
How could it hurt you when it looks so good?

[...] Read more

song performed by Madonna
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A Une Madone (To A Madonna)

Ex-voto dans le goût espagnol

Je veux bâtir pour toi, Madone, ma maîtresse,
Un autel souterrain au fond de ma détresse,
Et creuser dans le coin le plus noir de mon coeur,
Loin du désir mondain et du regard moqueur,
Une niche, d'azur et d'or tout émaillée,
Où tu te dresseras, Statue émerveillée.
Avec mes Vers polis, treillis d'un pur métal
Savamment constellé de rimes de cristal
Je ferai pour ta tête une énorme Couronne;
Et dans ma Jalousie, ô mortelle Madone
Je saurai te tailler un Manteau, de façon
Barbare, roide et lourd, et doublé de soupçon,
Qui, comme une guérite, enfermera tes charmes,
Non de Perles brodé, mais de toutes mes Larmes!
Ta Robe, ce sera mon Désir, frémissant,
Onduleux, mon Désir qui monte et qui descend,
Aux pointes se balance, aux vallons se repose,
Et revêt d'un baiser tout ton corps blanc et rose.
Je te ferai de mon Respect de beaux Souliers
De satin, par tes pieds divins humiliés,
Qui, les emprisonnant dans une molle étreinte
Comme un moule fidèle en garderont l'empreinte.
Si je ne puis, malgré tout mon art diligent
Pour Marchepied tailler une Lune d'argent
Je mettrai le Serpent qui me mord les entrailles
Sous tes talons, afin que tu foules et railles
Reine victorieuse et féconde en rachats
Ce monstre tout gonflé de haine et de crachats.
Tu verras mes Pensers, rangés comme les Cierges
Devant l'autel fleuri de la Reine des Vierges
Etoilant de reflets le plafond peint en bleu,
Te regarder toujours avec des yeux de feu;
Et comme tout en moi te chérit et t'admire,
Tout se fera Benjoin, Encens, Oliban, Myrrhe,
Et sans cesse vers toi, sommet blanc et neigeux,
En Vapeurs montera mon Esprit orageux.

Enfin, pour compléter ton rôle de Marie,
Et pour mêler l'amour avec la barbarie,
Volupté noire! des sept Péchés capitaux,
Bourreau plein de remords, je ferai sept Couteaux
Bien affilés, et comme un jongleur insensible,
Prenant le plus profond de ton amour pour cible,
Je les planterai tous dans ton Coeur pantelant,
Dans ton Coeur sanglotant, dans ton Coeur ruisselant!

To a Madonna

[...] Read more

poem by Charles Baudelaire
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A Question Of Honor

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
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Belief...

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

©Joe Fazio

poem by Joe Fazio
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Respect

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
Added by Poetry Lover
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I Respect...

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
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That Which I Respect

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
Added by Poetry Lover
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The Good In Man...

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
Added by Poetry Lover
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Things I Believe In...

I respect, another mans religion, or color or creed.
I respect, and follow, the will of my maker.
I respect, the truth, no matter how unpopular.

I respect, a good work ethic.
I respect, the values on which this country was founded.
I respect, those who would champion the under privileged.
I respect, those of differences, who seek common ground.

I respect, the concept of monogamy.
I respect, those faithful to principal.
I respect, change, that is for the better.
I respect, an honest days work.

I respect, the great talents of the entertainment world.
I respect, thought provoking works, of the written word.
I respect, the unquenchable thirst of creativity.
I respect, the farmers and workers that toil in the field.

I respect, the good in man.
I respect, the virtue in woman.
I respect, the innocence of children.
I respect, the generosity of mankind.

Most of all...I respect the maker of
life and the love, that each of us
have within us.

poem by Joe Fazio
Added by Poetry Lover
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No Respect

Ohh whoa ohh....
I respect a man raisin his kids all on his own
I respect a man who makes sure he takes care of home
You gotta respect a man with good judgement
Cuz Ill be damned if someones takin care of my kids
And I respect a man who treats his woman like a queen
I know youre not perfect you aint gotta be so mean
No matter how strong she is for a woman
A man should never attempt to lay his hands on her
Bridge:
Theres more to life than what happens an your block
Just treat your women right and hold em at the top
Gotta raise these kids and teach em, never dont ya stop
You aint no man to me if you let your family starve
Chorus:
Got no respect for them dudes who hit they women and
Got no respect for the fools who leave they children and
I just wanna take care of my family
Got no respect if you aint trying to do the right thing
Got no respect for them dudes who hit they women and
Got no respect for the fools who leave they children and
I just wanna take care of my family
Got no respect if you aint trying to do the right thing
I respect the type of girl that tries to love a man
With many flaws and broken laws but still he stands
The kinda girl who turns a boy into a man
The kinda girl who turns a flop into a plan
No respect for those who walk through life just askin you
What you can do for them but still they hate on you
It dont take no man to make that baby
But yes it takes a man to raise that baby
Bridge:
Theres more to life than what happens an your block
Just treat your women right and hold em at the top
Gotta raise these kids and teach em, never dont ya stop
You aint no man to me if you let your family starve
Chorus:
Got no respect for them dudes who hit they women and
Got no respect for the fools who leave they children and
I just wanna take care of my family
Got no respect if you aint trying to do the right thing
Got no respect for them dudes who hit they women and
Got no respect for the fools who leave they children and
I just wanna take care of my family
Got no respect if you aint trying to do the right thing
Fellas we gotta make a change
In the way that we treat our women and our children yes we do
Hope thats theres a better day
Put your hands to the sky
If you want a change, need a change

[...] Read more

song performed by Jagged Edge
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Can You Deal With It?

(words and music: duran duran)
There must be somebody
Wholl make love to me.
Blow the rules away
And trash these yesterdays.
Live in simpathy
Use psychology.
To find the twist in me (ah-ha)
Can you deal with it?
Recent enquiry
Showed now boundry.
Loves the only way
Can you handle it?
Can you deal with it? (oowa)
Can you deal with it?
Can you deal with it? (oowa)
Can you deal with it?
Can you deal with it?
When you aint sorry? (can you deal with it? )
For all that you appologise (can you deal with it? )
Working up to something,
I know youre up to something...
Yeahhhh...
Can you deal with it? (somethings got to happen)
Can you deal with it? (somethings got to get me up)
Say you deal with it? (but nothing never happens)
Can you deal with it? (cos nothings ever good enough)
Say you deal with it?
Can you deal with it? (somethings got to happen)
Can you deal with it? (somethings got to get me up)
Say you deal with it? (but nothings gonna happen)
Can you deal with it? (cos nothings ever good enough)
Say you deal with it?

song performed by Duran Duran
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

[...] Read more

poem by Anne Bradstreet
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Thanks A Lot, Mom

Thanks a Lot, Mom

Thanks a lot, Mom.
Thanks for loving me to no end.
Thanks for being my loving mother.
Thanks for being my thoughtful friend.
Thanks a lot, Mom.
Thanks for feeding me and giving me a home.
Thanks for clothing me and holding me tight.
Thanks for caring when I felt alone.
Thanks a lot, Mom.
Thanks for always making me smile.
Thanks for giving me the extra push.
Thanks for going that extra mile.
Thanks a lot, Mom.
Thanks for living with no regrets.
Thanks for being the life of the party.
Thanks for going all in on bets.
Thanks a lot, Mom.
Thanks for being my inspiration.
Thanks for helping me with my homework.
Thanks for giving me motivation.
Thanks a lot, Mom.
Thanks for treating me with respect.
Thanks for knowing I'm growing up.
Thanks for knowing what to expect.
Thanks a lot, Mom.
Thanks for kicking me while I was down.
Thanks for telling me I'm a liar.
Thanks for knowing what comes around.
Thanks a lot, Mom.
Thanks for giving me my many scars.
Thanks for making me feel at home.
Thanks for breaking my aching heart.
Thanks a lot, Mom.
Thanks for taking away my friends.
Thanks for taking away my family.
Thanks for not having to pretend.
Thanks a lot, Mom.
Thanks for kicking me out of my home.
Thanks for calling me cheap and attention-seeking.
Thanks for putting me out on my own.
Thanks a lot, Mom.
Thanks for ripping away my Brett.
Thanks for saying you don't remember.
Thanks for saying I should forget.
Thanks a lot, Mom.
Thanks for believing your husband over your kid.
Thanks for rewarding him for a crime.
Thanks for punishing me for what he did.

[...] Read more

poem by Rebecca Paul
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Magpie, My Keeper, Is Flying - Upon Freeing the Gift of Creativity Turned Inward

.
for Elaine Bellezza, Beloved Anima-as-Fate

'There is only one real deprivation, I decided this morning, and that is not to be able to give one's gift to those one loves most...The gift turned inward, unable to be given, becomes a heavy burden, even sometimes a kind of poison. It is as though the flow of life were backed up.' - May Sarton, Journal of a Solitude

This afternoon while still somewhat hungover from last night's rich meal and several glasses of strong red wine, I stumbled as one does when hungover, only today without feet but with eyes, upon the above quote by May Sarton. I had awakened this morning with fragments of a dream, repetitive of other dreams the past few months, where I am carrying something precious and just cannot put it down in any old place or upon just any available surface. I cannot put it down until I find the right surface and location.

These dreams are full of torrential flood waters, or backed up, stagnant water, toilets full of filth and pungent bright orange dark urine days old and fermenting. I cannot unhand the burden even though the urge to pee or flee or drive a car away or into flood waters is strong. I must not put down the burden odd as it is; it is my laptop carrying case made of canvas. It is large enough to carry not only my laptop but also many books with which I cannot, will not be parted from as they are the must-have-with-me-always 'bread', my staple and stability in a given to me world out of balance.

I have understood the dreams only a little - something within the psyche is flooding up, over-spilling or has already, has not been adequately canalized, channeled, streamed and guided, shaped and formed. Or flushed. I knew that eventually, as dreams do when one sits consciously, patiently, persistently with them, they would yield their messages to me, and upon revelation these must be obeyed, brought out into the world, Carl Jung having said that one has a moral responsibility to dreams once they are kenned and must be conscientiously acted upon in the outer world. Just dreaming is not enough. Everyone dreams but not very many know to dream them out into the world, to let their messages unfurl, flood and flow to bring forth new consciousness, to reshape old forms no longer adequate to self, place and time into symbol and their sense, usually not literal.

And thus, only just now, upon opening up haphazardly in a book about Dostoevsky and his struggle with addictions which mirror the profound compulsion to create at any cost perhaps beyond one's capacities to renew oneself, I find May Sarton's quote and suddenly the dreams clarify and sharpen into focus; I understand them as the burden of creativity too long turned inward, the burden of writing, the burden of poetry which I have carried heavily for most of my life since middle school when I was 11 or 12 years old when books became my lifeline, my link to existence that I could live on in spite of not wanting to do so. Written words, books, kept me from disappearing though I was and remain a mostly invisible word.

And thus the floods. One cannot ignore them. Alphabets tumble and roil. One dare not ignore them. One must see them without a choice to not see them. In them I am suddenly made visible, bright orange p*ss pots and all. I am both appalled and pleased. My burden is upon my knees.

The backed up water, the urine, is creativity. A somewhat odd symbol of creativity, there is more than enough evidence that urination is symbolic of self expression which is creativity. In ancient Rome the highly valued dirt from the urinals of boys' schools was collected to be used as a cosmetic in order to restore youthful energy and looks. A young boy, or puer in Latin, is an archetypal symbol of ongoing creativity and inspiration, the puer aeternas, the eternal youth, well springs of ongoing creativity still imaged in solid fountains of the world where eternal waters flow from the peni of cherubic youth.

I have struggled my entire life with a strong urge to create, to write, to express in words that creative daemon within which torments no matter the completion of a poem or essay, a lecture, a psalm. And now my dreams have had me consciously, urgently seeking a place to put the burden down, to perhaps come to it anew. I imagine that landing the burden means bringing it down to earth, manifesting creativity all the more by bringing my efforts to others for the strongest part of the compulsive urge in my creativity has been to contribute one good thing, one good poem or piece of writing which in some way might further the culture even if only by a flea's leg length.

The dreams urge me to let the urine flow, to let the flood waters indeed flood over, to be less self conscious of what I write and say but to have at it all and to say my say. And to let whatever waves there are crest and break upon ever receptive banks and shores whose duty it is to allow what may come from motion without complaint, the more compliant toward as yet to be fully formed purposes as yet to be scored.

Synchronistically, a few days ago I listened to a lecture by poet Allen Ginsberg about Walt Whitman and his imitators, those who were goodly influenced by his effulgent, self indulgent style, his garrulous poems which presumed to express the very expansiveness of the North American continent over-flooded by a plague of itinerant, persistent poachers and prophets from Europe to Eastern disembarkation and then inland and Westward, compelled to overtake land and native peoples in their possessed, pushed wake. Ginsberg imagined himself to be a timely extension of this unruly school, as savage as the projected upon land and justly-resistant, resident humanity stretched beyond known bounds and sounds. Blood drowned and pounded the god-hounded land even now is flooded by unleashed mighty rivers seeking, if rivers seek at all, to undo and renew in horse shoe and other shapes the crimes of consciousness compelled to overtake while leaving it up to human souls to repent and repair, to prepare for more powerful insurgencies of land and Self ever seeking new and nower expressions of dirt and deity. There's enough history beneath layers to support the scarp and scrape of momentary yet monumental motions finally given mouths to utter what lies both beneath and within the heaping huzzahs of here here here full and deep. As in my dream, it is hard to steer in such surpassing tides and currents. Still, I am searching for holy campground that I may lay my burden down.

I have no wish to imitate Whitman nor Ginsberg - though both are easily imitated since they did so themselves, an occupational hazard for writers - but only to be obedient to the daemon, that urgent, emergent, creative force within. It rushes within and against me. No matter whether derived of the grandiose American continent and the even more grandiose sky or not, I have all too successfully braced against it in fear of failure, reprisal or, worse, complete indifference from others. My dreams now urge floods and resultant coagulations, they bring creative splurges to ground from hand to the hard world. And Nature, too, is indifferent but begs none the less and all the more to be given utterance and response.

Respondeo ergo sum. I respond, therefore I am. I respond, therefore the other, earth, all her ants, is as long as there are eyes, ears, and scanning minds to acknowledge and touch, wrestle, caress, shape - some in scansions - outer from inner, inner from outer, landscapes to be all too quickly discarded in time for what is sung just ahead. And seen. Or hoped, all praise to telescopes. We would be they, so addicted to horizons, to bring them close.

Something there is needs completion via coagulation, forming, shaping, and sharing with whomever may be open to clods delivered. If not, rivers will, as they will without reason, continue to overrun their banks and insist upon covering designated previous cultivations. Let then excess of creativity have its say, play out, and leave the critical post-considerations to others. I will surely sit and ponder spent what spills forth, to shape, to edit, to discard. And watch my little yard sink beneath needed and needy floods.

I will have done with deprivation and bring myself, what I have shaped and misshapen, to the world. These things, this burden, have I most loved and felt responsible for, have born the shame of. I have fought and have failed utterly again and again though my attempts have been, and still are, sincere though not blameless. Fear has been my encampment, a longing beneath knowing feet in secret cellars just beyond reach of contracted hands forever spelling hunger. I know open bastion doors and windows to now fling beyond embankments what has been wrung out of my floes and woes though hands wither from too much turning against and inward. What a relief to burst beyond boundaries too long successfully restraining.

I recently wrote a poem about much too too solid bastions of self, of forceful puer energy ramming through and over and into long buried storms and petrified forms, of passion mangling the delusion of 'norms' ignoring too sensitive alarms. Given May Sarton's May revelation this morning I now understand that the poem is about more than eros, it is about that powerful creative/destructive force, the daemon/tyro that ever urges outward intent on making and staking Self in new land and at least one aging man wrenched and rendered from dried and calcified encrustations. I am, to borrow from the insistent dream image, beginning to leak. And to break open.

Archeology - What The Stele Says 'Upon Taking A Much Younger Lover'

That this old ground yields to plow stuns.
What begins to be, earth swell, breaks
root-room open to blood means.

Old skeins tear upon what is new terrain,
hunger worn, long appended. There is
no blame for pain is the blessing.

All hurt now stings twilight quaked into being.
Your breath falls upon me now, taut, sinew,
bruising hand, purple inside flares warrior nerves

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poem by Warren Falcon
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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